Before arriving in Hong Kong, knowing I was to teach young Chinese in an “International Journalism” program, I pondered: “How can I teach them international reporting without the travel?”
With that, I returned to a course I hatched almost seven years ago, an International Reporting class for two New York City universities – again, no passport required. The essence: simulate the overseas experience by having each student explore an ethnic, immigrant or refugee community.
In New York, of course, that’s no problem. In Hong Kong, too, I saw the potential: with its historic British and South Asian communities, plus recent waves of Southeast Asian migrant workers.
One obstacle, though: the department chairman, Huang Yu, had a reasonable point. He noted that while many from the mainland had some journalism experience, or studied it as undergrads, others didn’t. “Our students must first learn solid fundamentals,” he explained. I pledged to. But I wanted to blend that with my master-plan: serious reporting of non-Chinese communities.
I wanted to force students out of their “comfort zone”: to meet, understand and write about people unlike them. From there, it’s actually a short leap to travel to another country and write about others.
The first day of class, I introduced this semester-long project, reassuring students that I’d walk them through, step by step, the entire research, reporting and writing process. Well, the results are now coming in – and I’m awed by what I’m reading. Exploitation of Indonesian and Filipina maids. Cantonese-language rules that limit university enrollment of Hong Kong-born Indians, Pakistanis and Nepalese. Discrimination against minority athletes. Survival prospects for the tiny Zoroastrian community. And on and on.
I’d put into words how proud I am, but I wouldn’t want them to hear. After all, I’m just now editing their first drafts, which are still flawed in significant ways. The final draft looms. So let’s keep my delight between us, OK?